Add whatever you want to Strategies, Activities, Informal Assessment and Formal Assessment. Start by clicking "edit page" and then it is like a word processor. If you want to change the wording of what has been already written, treat it like your own text and change it. That is, if you have a more explicit way of saying something, or want to add more and change the wording, just do so. We will be able to track what has been changed, so we can discuss any discrepancies (let's not worry about "hurt feelings" here--this is academic meaning negotiation, and important for critical thinking!!). When you add something, put your initials in parentheses () behind it. That will help us to negotiate meaning.
Reading Strategies
Activating schema and background knowledge - connect text to self, other texts, and world knowledge
Read relevant/interesting material (mct)
Allow students to choose the text they will read when possible
Use literature that reflects the students' culture and background
Active learning involving large muscle use & interacting with others
Integrate technology (JA)
Activities
allow students to have a book box for SSR to choose the books they would like to read
Get to know students as people: interests/anxieties/attitudes and start where the students' interests are
Encourage collaboration
Provide choices (moved mct)
Include literature that represents your students- they can see themselves in the text (JA)
Allow for self-selected reading time every day
Dialogue journal (jac)
Question the Author (jac)
provide authentic and meaningful interactions with print (JA)
thematic book units book boxes
Informal Assessment
Is the student interested and contributing to discussion?
What sort of prior knowledge do students have?
Is the text at the student's "just right" level - not too easy or too difficult?
Observe each student in a variety of situations
Response questions
Response journaling
Observing dialogue with peers/group discussions
Explain event in their own words
Provide unbiased assessment
Formal Assessment
Miscue analysis - Is the book at an appropriate reading level? Is the student able to answer comprehension questions about text?
Summarize or explain an event in a paragraph or short essay
Provide choices
Portfolio assessment
Instructions:
Add whatever you want to Strategies, Activities, Informal Assessment and Formal Assessment. Start by clicking "edit page" and then it is like a word processor. If you want to change the wording of what has been already written, treat it like your own text and change it. That is, if you have a more explicit way of saying something, or want to add more and change the wording, just do so. We will be able to track what has been changed, so we can discuss any discrepancies (let's not worry about "hurt feelings" here--this is academic meaning negotiation, and important for critical thinking!!). When you add something, put your initials in parentheses () behind it. That will help us to negotiate meaning.Reading Strategies
Activating schema and background knowledge - connect text to self, other texts, and world knowledgeRead relevant/interesting material (mct)
Allow students to choose the text they will read when possible
Use literature that reflects the students' culture and background
Active learning involving large muscle use & interacting with others
Integrate technology (JA)
Activities
allow students to have a book box for SSR to choose the books they would like to read
Get to know students as people: interests/anxieties/attitudes and start where the students' interests are
Encourage collaboration
Provide choices (moved mct)
Include literature that represents your students- they can see themselves in the text (JA)
Allow for self-selected reading time every day
Dialogue journal (jac)
Question the Author (jac)
provide authentic and meaningful interactions with print (JA)
thematic book units book boxes
Informal Assessment
Is the student interested and contributing to discussion?What sort of prior knowledge do students have?
Is the text at the student's "just right" level - not too easy or too difficult?
Observe each student in a variety of situations
Response questions
Response journaling
Observing dialogue with peers/group discussions
Explain event in their own words
Provide unbiased assessment
Formal Assessment
Miscue analysis - Is the book at an appropriate reading level? Is the student able to answer comprehension questions about text?Summarize or explain an event in a paragraph or short essay
Provide choices
Portfolio assessment